Ap Biology Syllabus s1

AP® BIOLOGY SYLLABUS

PHILOSOPHY

The process of science is the most important concept that I can teach my students. It is the foundation by which we base all of our modern lives. Through scientific discovery we can understand our natural world and learn how to exist within its ever-changing and truly revolutionary forces such as the natural forces that shape our environment and how life responds through evolution. I believe that the best way to teach students science is by doing.

COURSE OVERVIEW

This AP Biology course is aligned to the standards instituted by the College Board and covers all topics outlined in the AP Biology Course Description. This course will emphasize the biological concepts of Molecules and Cells, Heredity and Evolution, and Organisms and Populations. This class will stress science as a process rather than an accumulation of facts and the recognition of evolution as the foundation of modern biological models and thought [C4] [C5]. Students will demonstrate the above said course topics by: C1—Evidence of Curricular Requirement: Molecules  Content knowledge and skills acquired in the 12 Recommended and Cells ® AP Biology Labs [C8], Exams, Lecture/Discussions and Problems in which students will: o Apply biological knowledge and critical thinking to C3—Evidence of Curricular environmental and social concerns Requirement: Organisms [C7] and Populations o Understand the process of science. [C4] o Identify and interpret patterns collected in data to solve scientific problems. [C5] C4—Evidence of Curricur Requirement: An understanding of science as th a process rather than an Textbook Biology, 7 Edition, Campbell/Reece, 2005 accumulation of facts. Companion AP Test Prep Workbook for Campbell, Biology, 7th Edition 2005. AP® Biology Lab Manual for Students.

Additional labs above and beyond the 12 Recommended AP Labs [C8] will be C7—Evidence of Curricular teacher-generated. Requirement: Applications of biological knowledge and critical thinking to Topics Units Explanation of Units environmental and social Molecules and Cells 5 1) Science as a process concerns 2) Inorganic Chemistry 3) Organic Chemistry 4) Evolution of Cells 5) Evolution of Cellular Energetics Heredity and Evolution 4 1) Heredity 2) Molecular Genetics 3) Viruses, Prions and emerging technology. 4) Evolutionary Biology Organisms and Populations 7 1) Evolutionary Patterns 2) Survey of the Diversity of Life 3) Classification of Evolutionary Relationships 4) Structure and Function of Plants 5) Structure and Function of Animals 6) Ecology 7) Ecological Issues C8—Evidence of Curricular Requirement: The course includes a laboratory component that fulfills all the objectives of the recommended AP® Biology labs as listed in the Course Description. Students must spend a minimum of 25% of instructional time engaged in hands on laboratory work. Note: Online course providers utilizing virtual labs materials are determined to develop the skills and learning objectives of hands-on labs, then courses that use these labs may receive authorization to use the “AP” designation. Online science courses authorized to use the “AP” designation will be posted on the AP Central Web (r site.

BIOLOGICAL CONCEPTS: TOPIC: Molecules and Cells Represents 25% of the Material Covered in this Course (Term One) Overview Units: Week Units Reading Assignments/ Labs (1) Science as a Process. Activities ------Inquiry  Students will be provided an opportunity to develop a 1 1, 2 1.1-1.6 Mythbusters(1) conceptual framework for modern biology emphasizing 2.1-2.4 an understanding of science as a process rather than an accumulation of facts. [C4] Problem Set #1 AP LAB 1(2) (2) Inorganic Chemistry 2 3 3.1-3.3 4.1-4.3 25 Latin/Greek Roots Students will review the essential characteristics of  5.1-5.5 chemistry including but not limited to periodic properties that govern bonding, energy levels, and (3) electron affinity.[C6] 3 4 6.1-6.7 Campbell’s AP Study AP LAB 2 (3) Organic Chemistry 7.1-7.5 Guide Chpt 1 Lactose Intolerane(4)  Students will be provided an opportunity to develop a conceptual framework for the chemistry of life. Which 4 4 11.1-11.4 Problem Set #2 AP LAB 3(5) include the characteristics of water, macromolecules 12.1-12.3 25 Latin/Greek Roots (carbohydrates, lipids, proteins, nucleic acids), energy Nova “Cancer within a system and how it can change form yet remain Warrior” constant, and the biological importance of globular 5 4, 5 8.1-8.5 Demonstration of Plant ------proteins (Enzymes) and how they regulate metabolic Growth vs. Wavelength functions. [C6] AP Study Guide Chpt (4) Evolution of Cells 2 (Part 1)  Students will be provided an opportunity to develop an 6 5 9.1-9.6 Problem Set #3 AP LAB 4(6) understanding the complexity of cellular function 25 Latin/Greek Roots Calorimeter(7) through the perspective of evolutionary changes that AP Study Guide Chpt lead to structural and physiological adaptations that 2 (Part II) lead to the emergence of eukaryotic cells from a 7 5 10.1-10.4 Midterm Review— AP LAB 5(8) prokaryotic ancestor. [C4] [C5] [C6] Strategies for Success (5) Evolution of Cellular Energetics  Students will be provided an opportunity to understand the cyclic relationship between photosynthesis and Students will receive 47hrs of Instruction for Units 1-5. of cellular respiration and how the continued evolution of which students will engage in 15.5 hrs of hands-on Labs, structural and physiological components of these which will comprise 33% of all instruction time. Labs will be metabolic reactions leads to the evolution and conducted in class and on mandatory Wednesday and advancement of eukaryotic cells. [C4] [C5] [C6] Saturday lab classes. C4—Evidence of Curricular C6—Evidence of Curricular Requirement: C8—Evidence of Curricular Requirement: The course Requirement: An The integration of the general topics of includes a laboratory component that fulfills all the understanding of science as biology through the eight major themes as objectives of the recommended AP® Biology labs as a process rather than an specified in the AP© Biology Course listed in the Course Description. Students must spend a accumulation of facts. Description: minimum of 25% of instructional time engaged in hands Science as a Process on laboratory work. Note: Online course providers Evolution utilizing virtual labs materials are determined to develop Energy Transfer the skills and learning objectives of hands-on labs, then C5—Evidence of Curricular Continuity and Change courses that use these labs may receive authorization to Requirement: Recognition Relationship of structure to function use the “AP” designation. Online science courses of evolution as the Regulation authorized to use the “AP” designation will be posted on foundation of modern Interdependence in nature the AP Central Web (r site. biological models and Science, technology and society. thought. TOPIC: Heredity and Evolution [C2] Represents 25% of the Material Covered in this Course (Term One) Overview Units: Week Units Reading Assignments/ Labs (6) Heredity. Activities

Students will be provided an opportunity to develop a (1)  8 6 13.1-13.4 25 Greek/Latin Roots AP LAB 7 conceptual framework for understanding the patterns of 14.1-14.4 inheritance and how the process of meiosis is the source of all genetic variation within sexual organism and we will specifically focus on how mutation has lead to the 9 6,7 15.1-15.5 Problem Set #4 AP LAB 7(1) evolution and diversity of life. [C2] [C4] [C5] [C6] (2) 16.1-16.2 AP LAB 6 (7) Molecular Genetics Paper: Analyze how the 17.1-17.7 scientific advances in  Students will be given a framework to understand the genetic code of life, the structure and function of RNA stem cell research will affect society? [C7] and DNA and how our bodies control gene expression, and how we can attempt through science to alter our 10 7,8 20.1-20.3, 20.5 AP STUDY GUIDE Simulated genetic code. [C2] [C4] [C6] [C7] (3) 21.1-21.4 Chpt 3 Epidemic (8) Viruses, Prions and emerging technology. 25 Greek/Latin Roots 18.1-18.4  Students will be given an opportunity to develop an understanding regarding how science continues to develop its understanding of life and how technology 11 9 22.1-22.3 Problem Set #5 AP LAB 8(4) can aid us in that understanding regarding viral 23.1-23.4 structure and replication and an discuss how emerging scientific methods can manipulating the genome. [C2] [C4] [C6] [C7] 12 9 24.1-24.3 AP Study Guide (9) Evolutionary Biology Chapter 4  Students will be provided an opportunity to develop an FINAL understanding regarding the complexity of life and how that complexity arises due to evolutionary forces. This topic will cover the evidence for evolution, the origin of Students will receive 35hrs of Instruction for Units 6-9, of which the species, and events that lead to evolutionary students will engage in 11.5 hrs of hands-on Labs, which will changes of early life. [C2] [C4] [C5] [C6] comprise 33% of all instruction time. Labs will be conducted in class and on mandatory Wednesday and Saturday lab classes.

C2—Evidence of Curricular C4—Evidence of Curricular Requirement: C5—Evidence of Curricular Requirement: Requirement: Heredity and An understanding of science as a process Recognition of evolution as the foundation of modern Evolution rather than an accumulation of facts. biological models and thought.

C8—Evidence of Curricular Requirement: The course C6—Evidence of Curricular Requirement: C7—Evidence of Curricular includes a laboratory component that fulfills all the objectives The integration of the general topics of biology ® Requirement: Applications of the recommended AP Biology labs as listed in the Course through the eight major themes as specified in the of biological knowledge and Description. Students must spend a minimum of 25% of AP© Biology Course Description: critical thinking to instructional time engaged in hands on laboratory work. Science as a Process environmental and social Note: Online course providers utilizing virtual labs materials Evolution concerns are determined to develop the skills and learning objectives of Energy Transfer hands-on labs, then courses that use these labs may receive Continuity and Change authorization to use the “AP” designation. Online science Relationship of structure to function Regulation courses authorized to use the “AP” designation will be posted Interdependence in nature on the AP Central Web (r site. Science, technology and society.

TOPIC: Organisms and Populations [C3] Represents 50% of the Material Covered in this Course (TERM 2) Overview Units: Week Units Reading Assignments/Activities Labs (10) Diversity of Organisms

 Students will be provided an opportunity to develop a 13 10 25.1-25.5 25 Greek/Latin Roots Classification (1) continuing look at how evolutionary forces drive 26.1-26.6 Lab changes creating the diversity of organisms—where 14 10 27.1-27.5 Problem Set 6 students will analyze evolutionary patterns, survey the 28.1, 28.8 AP Study Guide Chapter 5 diversity of life, analyze and interpret phylogenetic and 31.1-31.4 evolutionary relationships through classification.[C3] [C6] 15 11 29.1-29.4 25 Greek/Latin Roots Field Trip: [C5] 30.1-30.4 Specimen (11) Structure and Function of Plants Collection and Identification(2)  Students will be given a framework to understand and 16 11 35.1-35.5 Problem Set 7 AP LAB 9 (3) explore the evolution, diversity, and specialized 36.1-36.5 adaptations (structural/behavioral/physiological) of 17 11 37.3-37.4 25 Greek/Latin Roots plants. Students will gain insight regarding 38.1, 38.4 AP Study Guide Chapter 6 reproduction, growth, development, and how plants 39.1-39.5 have evolved specialized responses to their 18 12 40.1-40.5 MIDTERM Cat environment.[C3] [C5] [C6] Dissection(4) (12) Structure and Function of Animals 41.1-41.5 19 12 42.1-42.6 25 Greek/Latin Roots AP LAB 10(5) Students will be given a framework to understand and  43.1-43.5 explore the evolution, diversity, and specialized adaptations (structural/behavioral/physiological) of 20 12 45.1-45.4 Problem Set 8 Field Trip: 46.1-46.5 OHSU animals. Students will gain insight regarding Cadaver Lab(6) reproduction, growth, and development, with a focus Primate Research on behaviorism. [C3] [C5] [C6] (13) Ecology Facility 21 12 47.1-47.3 25 Greek/Latin Roots AP LAB 11 (7)  Students will be provided an opportunity to develop an 48.1-48.4 understanding regarding the complexity of life and the 22 12,13 50.1-50.4 Problem Set 9 AP LAB 12(8) delicate balance of an ecosystem. Students will be able 51.1-51.6 AP Study Guide Chapter 7 to connect how evolutionary forces change and Field Trip influence ecosystems and be able to analyze the effects 23 13 52.1-52.6 53.1-53.5 Collect Data of global issues on populations, communities and on Ochre Star entire ecosystems. [C3] [C5] [C6] [C7] as a Keystone Species(9) 24 13 54.1-54.4 AP Study Guide Chapter 8 C3—Evidence of Curricular FINAL Requirement: Organisms 55.1-55.5 and Populations Students will receive 96hrs of Instruction for Units 10-13, of which students will engage in 43 hrs of hands-on Labs, which will C4—Evidence of Curricular comprise 45% of all instruction time. Labs will be conducted in Requirement: An class and on mandatory Wednesday and Saturday lab classes. understanding of science as a process rather than an accumulation of facts.

C7—Evidence of Curricular C8—Evidence of Curricular C5—Evidence of Curricular Requirement: Applications Requirement: The course includes Requirement: Recognition of biological knowledge and a laboratory component that of evolution as the critical thinking to fulfills all the objectives of the ® foundation of modern environmental and social recommended AP Biology labs as biological models and concerns listed in the Course Description. thought Students must spend a minimum of 25% of instructional time C6—Evidence of Curricular Requirement: engaged in hands on laboratory The integration of the general topics of biology work. Note: Online course through the eight major themes as specified in providers utilizing virtual labs the AP© Biology Course Description: materials are determined to Science as a Process develop the skills and learning Evolution objectives of hands-on labs, then Energy Transfer courses that use these labs may Continuity and Change receive authorization to use the Relationship of structure to function “AP” designation. Online science Regulation courses authorized to use the Interdependence in nature “AP” designation will be posted Science, technology and society. on the AP Central Web (r site. LABORATORY REQUIREMENTS The lab component of this class is vital to the students’ success not only to do well in this class but also to do well on the AP test. Students must master at minimum the skills C8—Evidence of Curricular Requirement: The course includes a and concepts from the 12 laboratory experiments on the following topics: laboratory component that fulfills all 1. Diffusion and Osmosis the objectives of the recommended 2. Enzyme Catalysis AP® Biology labs as listed in the 3. Mitosis and Meiosis Course Description. Students must spend a minimum of 25% of 4. Plant Pigments and Photosynthesis instructional time engaged in hands 5. Cell Respiration on laboratory work. Note: Online 6. Molecular Biology course providers utilizing virtual 7. Genetics of Organisms labs materials are determined to develop the skills and learning 8. Population Genetics and Evolution objectives of hands-on labs, then 9. Transpiration courses that use these labs may 10. Physiology of the Circulatory System receive authorization to use the “AP” 11. Animal Behavior designation. Online science courses authorized to use the “AP” 12. Dissolved Oxygen and Aquatic Primary Productivity designation will be posted on the AP Central Web (r site. In addition to lab work conducted during school hours, students will need to participate in laboratory work outside of normal class time in order to spend sufficient time engaging in scientific inquiry through hands-on labs. Students will be required to attend mandatory lab sessions every other Wednesday from

3:30pm to 5:30pm and one Saturday a month from 8am – 12pm. [C8]

In addition to the 12 Recommended AP Labs, students will also participate in the following hands on labs—all teacher generated.

(1) Student Directed Inquiry “Mythbusters” (2) Enzymes—Lactose Intolerance Case Study (Intro Lac Operon) (3) Simulated Epidemic—Bird Flu (4) Phylum Classification Lab (Specimens with Dissection) (5) Collection of Plant Specimens and Classification (6) Cat Dissection (Systematic Overview of Organ Systems) (7) Hands-On Cadaver Lab at OHSU (8) Field Study on Keystone species and Biodiversity

The following information was obtained from the AP Biology Course Description and provides a basis for curriculum in this class. http://apcentral.collegeboard.com/apc/public/repository/05837apcoursdescbio06_4312.pdf

Major Themes: Students will demonstrate their proficiency in the following themes through reading the text and primary sources, research papers, labs, and class discussions (Socratic Seminars) I. Science as a Process II. Evolution III. Energy Transfer IV. Continuity and Change V. Relationship of Structure to Function VI. Regulation VII. Interdependence in Nature VIII. Science, Technology, and Society The eight major themes will be integrated into the following topic outline, which is the core curriculum for this AP Biology Class.

Topic Outline Topic Percentage of Course I. Molecules and Cells [C1]………………………………………25% (Term A) UNITS # A. Chemistry of Life…………………….. 7% 2-3 Water Organic molecules in organisms Free energy changes Enzymes C1—Evidence of B. Cells………………………………….. 10% 4 Curricular Requirement: Prokaryotic and eukaryotic cells Molecules and Cells Membranes Subcellular organization Cell cycle and its regulation C. Cellular Energetics…………………… 8% 5 Coupled Reactions Fermentation and Cellular Respiration Photosynthesis II. Heredity and Evolution [C2]……………………………………25% (Term A) A. Heredity ……………………………… 8% 6 Meiosis and gametogenesis Eukaryotic chromosomes Inheritance patterns C2—Evidence of B. Molecular Genetics…………………… 9% 7-8 Curricular Requirement: RNA and DNA structure and function Heredity and Evolution Gene Regulation Mutation Viral Structure and Replication Nucleic acid technology and applications C. Evolutionary Biology…………………. 8% 9 Early evolution of life Evidence for evolution Mechanisms of evolution III. Organisms and Populations [C3]……………………………… 50% (Term B) A. Diversity of Organisms………………. 8% 10 Evolutionary Patterns Survey of the diversity of life Phylogenetic classification Evolutionary Relationships C3—Evidence of Curricular B. Structure and Function of Plants and Animals ……. 32% 11-12 Requirement: Organisms Reproduction, growth, and development and Populations Structural, physiological, and behavioral adaptations Response to the environment C. Ecology ………………………………. 10% 13 Population Dynamics Communities and ecosystems Global Issues

TEACHING STRATEGIES: To help prepare students for the AP Exam, I will utilize authorized AP multiple choice and essay questions for midterm and final examinations, and use a variety personal assessment tools for weekly quizzes. Students will be required to attend weekly review session focusing on content review and test taking strategies.

Students will be encouraged to form study groups to facilitate learning.

I will use technology in lecture and lab components, utilizing microscope cameras, smart boards, PowerPoint’s (available to students), list of internet resources and tutorials, field trips, and the use of Socratic Seminar for discussions.

ASSESSMENTS: Students will be assessed during weekly quizzes on previously covered material and on their bi-monthly Greek and Latin root word lists. Students will also be assessed on discussions about primary articles, problems sets, and study guide review assignments. Students will be asked to maintain a laboratory manual where they will collect evidence to demonstrate their understanding of science as a process. Students will be asked to write up a formal lab report for each of the 12 AP recommended Labs where they will be required to include: title, question, background information, hypothesis statement/purpose, procedure, data collection (qualitative and quantitative), analysis (findings, errors, limitations, application for further study) Students will also complete a comprehensive midterm and final.

RECOMMENDATIONS: Following the conclusion of this 24 week course of AP Biology, it is encouraged that all students enroll in the Advanced Anatomy and Physiology class offered spring term to continue to reinforce the two fundamental areas of emphasis in this class which are that science is a process rather than an accumulation of facts and that evolution is the foundation of modern biology as evident when using the human body as evidence for evolutionary change and adaptation.